Grade Level:9-diploma Topic:Diplomatic tactics of the Revolution
Objectives:
Student will understand that the revolutionary players had a variety of view points on the same issues.
Student will know important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown
Student will be able to describe the diplomacy of the American Revolution.
Maine Learning Results Alignment
Maine Learning Result: Social Studies E. History
E1. Historical Knowledge, Concepts, Themes and Patterns
Grade 9 - Diploma "The Revolutionary Era 1754-1783"
Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the World
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future
Rationale: Students will be able to see how cooperation and negotiation has made the world what it is today, and that this process is not always simple, but sometimes happens to be surprisingly simple. They will also be confronted with some of the burning questions that were approached by the founding fathers, the answers to which formed the culture that we live in
Assessment
Formative (Assessment for Learning)
Towards the end of class students will be given a scenario to see if they know how they would have been handled during the Revolution. This will give students the chance to practice the acting they will be doing in the summative assessment for this lesson. The scenarios that will be used will put students in various roles, and will cover home diplomacy, as well as diplomacy abroad. The diplomacy abroad will encompass the countries of England, France, and Spain. This assessment should give me an idea on what topics I need to stress more or go over again, and it should also be a fun project for students.
Summative (Assessment of Learning)
*Students will be in charge of creating an I Movie that depicts the use of Revolutionary Era diplomacy. It could depict the use of these diplomatic tactics in the proper settings and time periods, or students could choose to employ the tactics in a modern setting. The latter option is more difficult, but that will be taken into account when grading the project. While this is a graded assignments students should be sure to have fun with it, because it is a project that allows them to flex their creative genius through the writing of scripts, camera angles, and editing techniques. This project will be graded using a rubric, and is one of the major benchmarks of the course.
Integration
Type II Tech: Creation of an I Movie should get students to interact and connect with the material. English: The writing of the scripot should incorporate aspects of creative writing. Film: The filming of the I movie will allow students to play around with camera angles.
Groupings
Students will get together in groups of 3 -4 and will participate in a "numbered heads together" activity where they will work as a team filling out a time line of the American Revolution. This will allow them to talk about the material they have learned, and the ultimate purpose will be to have students discussing how the events led into one another, or perhaps how they were inevitable and would have happened out side of the time line of events. Students will be allowed to pick there own groups for this lesson, as it is very dependent on cooperation
Differentiated Instruction
Strategies *Linguistic: Students will be making scripts showing diplomacy from the era. Logical/Mathematical: Students will be asked to consider the logic behind the tactics Interpersonal: This lesson is largely dependent on group work Spatial: The videos will need to be blocked by a member of the group Bodily/Kinesthetic: Students will be acting in their videos Natural: Groups will have the option of doing Battlefield diplomacy and this group will be required to film outside
Modifications/Accommodations
( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.)
Absent students will be required to take the initiative to make up what they missed. For larger projects that include in class work days the student may discuss the possibility of gaining an extra day or two on the due date of the assignment. This extension will also apply to family tragedies as well as some serious personal crises. If there is no such issue work will be expected to be handed in on time so that the lessons can continue on time.
Extensions
*Students will be able to take the summative assessment and use it to hone other skills as well. Students will be exploring the content of this lesson through the use of a fun technological product. This product is the video demonstrating the use of diplomatic tactics, as they were in the American Revolution. The creation of this project requires that students know the material well enough to create a script that is interesting and informative. The project itself will be rewarding because students will have created their own movies.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale:This lesson demonstrates this, by allowing students multiple and varied means of exploring the material. Throughout all of these different classroom activities students will be able to have the support of their fellow students as they learn, as well as having my support as I give them notes, and as I circle the classroom answering questions, as well as asking them to provoke further thought.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: The material presented will be tailored to student's needs as well as to their previous knowledge and experiences. By keeping a style of note giving that is part lecture part discussion, students will be engaged and also will feel as if they can safely offer up their opinions on a matter, as well as their own knowledge that may have gon glossed over otherwise.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: With all of the activities that are incorporated into this lesson many different strategies are being employed. Lecture, discussion, group work, and demonstration are just a few. This lesson also gives students the opportunity to use technology that they may not have had an opportunity to use otherwise, or may need to use later in life. This lesson will also be left open so that it can allow the use of any necessary assistive technology.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson is designed so that I may assess students throughout the whole of it, but also so students will be able to assess themselves. These assessment times would come in during the Numbered Heads Together, the Time Line, The scenario activity, and the Final assessment for it would be the I Movie.
Teaching and Learning Sequence:
Students will walk in and find their seats in a room that is arranged in a horseshoe to create a stage in the area in the middle. Agenda
Modern Diplomacy video
Discussion of diplomatic tactics
Numbered Heads Together/Time Line
Scenarios
In this lesson students will explore the diplomatic tactics of the Revolutionary Era, and they will have the opportunity to apply what they learned to the concepts behind modern diplomacy. This is so students will be able to have a stronger sense of why certain historical events occurred, and so they will understand better what is currently going on in the world around them. At the end of this lesson students will be able to, and will create an I Movie that displays the diplomatic tactics that have been taught. As a hook students will watch a video that depicts modern diplomatic methods Students will be shown a video of modern diplomacy so they will be able to compare the two styles throughout the lesson.(10 mins.) What, Where, Why,Hook, Tailor: Verbal, Spatial, Kinesthetic, Interpersonal, Intrapersonal
After the hook I will begin to discuss with student's the ideas that were behind diplomacy during this time period. I will make sure to stress the lag time in communication in addition to the theories governing foreign policy during this time period. This time of note taking will have a structure, but I will welcome questions, as well as the comments of students. If students seem disengaged I will begin to call on students to hopefully spark their interest in what is being taught. (20 mins.) Equip, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal
After my lecture/discussion students will be broken into groups of three or four to participate in a numbered heads together and given time lines to fill out, and to discuss how they connected, or how some of it was inevitable and independent of the previous events. The purpose of this is to get students thinking about cause and effect as it pertains in history. Students should also be talking about diplomacy, and how that factored into all that occurred. After the Time Line activity is completed groups will be handed a scenario that they need to play out in the stage area using the diplomatic tactics of the Revolutionary Era. Students are expected to be respectful of one another during this portion of the lesson. (40 mins) Explore, Experience, Rethink, Revise, Tailor: Verbal, Spatial, Kinesthetic, Interpersonal, Logical
Students will present their I Movies at the next class, and they will receive feedback, by the next class period. This feedback will be based upon notes that I took while watching the video, and it will be scored on a scoring sheet that they will have been presented with already. The reason for this is so student's will be able to have a fairly good idea as to what score they will get for their project. Evaluate, Tailor: Spatial, Verbal, Kinesthetic, Musical, Natural, Interpersonal
UMF LESSON PLAN FORMAT
Teacher’s Name:Derek Carroll Lesson # : five
Grade Level:9-diploma Topic:Diplomatic tactics of the Revolution
Objectives:
Maine Learning Results Alignment
E1. Historical Knowledge, Concepts, Themes and Patterns
Grade 9 - Diploma "The Revolutionary Era 1754-1783"
Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the World
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future
Rationale: Students will be able to see how cooperation and negotiation has made the world what it is today, and that this process is not always simple, but sometimes happens to be surprisingly simple. They will also be confronted with some of the burning questions that were approached by the founding fathers, the answers to which formed the culture that we live in
Assessment
*Students will be in charge of creating an I Movie that depicts the use of Revolutionary Era diplomacy. It could depict the use of these diplomatic tactics in the proper settings and time periods, or students could choose to employ the tactics in a modern setting. The latter option is more difficult, but that will be taken into account when grading the project. While this is a graded assignments students should be sure to have fun with it, because it is a project that allows them to flex their creative genius through the writing of scripts, camera angles, and editing techniques. This project will be graded using a rubric, and is one of the major benchmarks of the course.
Integration
English: The writing of the scripot should incorporate aspects of creative writing.
Film: The filming of the I movie will allow students to play around with camera angles.
Groupings
Differentiated Instruction
*Linguistic: Students will be making scripts showing diplomacy from the era.
Logical/Mathematical: Students will be asked to consider the logic behind the tactics
Interpersonal: This lesson is largely dependent on group work
Spatial: The videos will need to be blocked by a member of the group
Bodily/Kinesthetic: Students will be acting in their videos
Natural: Groups will have the option of doing Battlefield diplomacy and this group will be required to film outside
- ( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.)
Absent students will be required to take the initiative to make up what they missed. For larger projects that include in class work days the student may discuss the possibility of gaining an extra day or two on the due date of the assignment. This extension will also apply to family tragedies as well as some serious personal crises. If there is no such issue work will be expected to be handed in on time so that the lessons can continue on time.*Students will be able to take the summative assessment and use it to hone other skills as well. Students will be exploring the content of this lesson through the use of a fun technological product. This product is the video demonstrating the use of diplomatic tactics, as they were in the American Revolution. The creation of this project requires that students know the material well enough to create a script that is interesting and informative. The project itself will be rewarding because students will have created their own movies.
Materials, Resources and Technology
Assignment sheet
Content notes
Scenario cards
Rubric
Source for Lesson Plan and Research
http://www.u-s-history.com/pages/h650.html continental congress
http://www.state.gov/r/pa/ho/time/ar/14312.htm french alliance
http://www.earlyamerica.com/earlyamerica/milestones/paris/ treaty of paris
Maine Standards for Initial Teacher Certification and Rationale
Rationale:This lesson demonstrates this, by allowing students multiple and varied means of exploring the material. Throughout all of these different classroom activities students will be able to have the support of their fellow students as they learn, as well as having my support as I give them notes, and as I circle the classroom answering questions, as well as asking them to provoke further thought.
Rationale: The material presented will be tailored to student's needs as well as to their previous knowledge and experiences. By keeping a style of note giving that is part lecture part discussion, students will be engaged and also will feel as if they can safely offer up their opinions on a matter, as well as their own knowledge that may have gon glossed over otherwise.
Rationale: With all of the activities that are incorporated into this lesson many different strategies are being employed. Lecture, discussion, group work, and demonstration are just a few. This lesson also gives students the opportunity to use technology that they may not have had an opportunity to use otherwise, or may need to use later in life. This lesson will also be left open so that it can allow the use of any necessary assistive technology.
Rationale: This lesson is designed so that I may assess students throughout the whole of it, but also so students will be able to assess themselves. These assessment times would come in during the Numbered Heads Together, the Time Line, The scenario activity, and the Final assessment for it would be the I Movie.
Teaching and Learning Sequence:
Agenda
Modern Diplomacy video
Discussion of diplomatic tactics
Numbered Heads Together/Time Line
Scenarios
In this lesson students will explore the diplomatic tactics of the Revolutionary Era, and they will have the opportunity to apply what they learned to the concepts behind modern diplomacy. This is so students will be able to have a stronger sense of why certain historical events occurred, and so they will understand better what is currently going on in the world around them. At the end of this lesson students will be able to, and will create an I Movie that displays the diplomatic tactics that have been taught. As a hook students will watch a video that depicts modern diplomatic methods Students will be shown a video of modern diplomacy so they will be able to compare the two styles throughout the lesson.(10 mins.)
What, Where, Why, Hook, Tailor: Verbal, Spatial, Kinesthetic, Interpersonal, Intrapersonal
Equip, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal
Explore, Experience, Rethink, Revise, Tailor: Verbal, Spatial, Kinesthetic, Interpersonal, Logical
Evaluate, Tailor: Spatial, Verbal, Kinesthetic, Musical, Natural, Interpersonal